NQF Level:
2
US No: 8964
Assessment Guide
Primary Agriculture
Effe ct i v e
c o m m u ni c a t i o n
skills
Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA.
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
2
Unit Standard No: 8964
Before we start…
T
his assessment guide contains all necessary activities
and instructions that will enable the assessor and
learner to gather evidence of the learner’s competence
as required by the unit standard. This guide was
designed to be used by a trained and accredited assessor
whom is registered to assess this specific unit standard
as per the requirements of the AgriSETA ETQA.
Prior to the delivery of the program the facilitator and
assessor must familiarise themselves with content of this
guide, as well as the content of the relevant Learner
Workbook.
Please Note:
This Unit Standard
8964 Assessment
Guide must be read
in conjunction with
the generic Assessor
Guide as prescribed
and published by the
AgriSETA.
The assessor, facilitator and learner must plan the assessment process together, in
order to offer the learner the maximum support, and the opportunity to reflect
competence.
The policies and procedures that are required during the application of this
assessment are available on the website of the AgriSETA and should be strictly
adhered to. The assessor must familiarise him/herself with this document before
proceeding.
This guide provides step-by-step instructions for the assessment process of:
Title:
US No:
Effective communication skills: Write for a defined context
8964
NQF Level:
2
Credits:
5
This unit standard is one of the building blocks in the qualification listed below.
Please mark the qualification you are currently assessing, because that will be
determined by the context of application:
Title
ID Number
NQF Level
Credits
National Certificate in Animal Production
48976
2
120
National Certificate in Mixed Farming Systems
48977
2
120
National Certificate in Plant Production
48975
2
120
Please mark the learning program you are
enrolled in:
Are you enrolled in a:
Y
Learnership?
Skills Program?
Short Course?
Version: 01
N
Mark
Note to Assessor:
If you are assessing this
module as part of a full
qualification or learnership,
please ensure that you have
familiarized yourself with the
content of the qualification.
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
1
SO 2
NQF Level 2
Unit Standard No: 8964
3
Instructions to learner:
Assignment class activity
Learner Workbook: Page 19
Facilitator Guide: Page 11
You have to communicate with a client who is making enquiries about the products
and services of the Organisation.
OR
You need to tell a new colleague about the products and services in the
organization.
Select a written or verbal mode of communication and prepare and present the
message after providing a summary of your planning, which should include:
Target audience
Appropriate use of tone, style and vocabulary
Appropriate level of formality
You may be selected to present your presentation as part of the continuous
evaluation process
Model Answer(s):
Planning should include:
•
Target Audience:
•
Analyzing the audience
•
It is required that the learner describes the type of audience correctly as a Lay,
Expert, Technical or Mixed Audience. This should be done within the context of
the planned communication / message
•
Tone, style and vocabulary
•
The learner should indicate the relevant selected tone and style. It is required
that the connection between the choice of vocabulary and the tone and style of
the final product is explained.
•
Level of formality
The correct level of formality for the intended communication should be selected.
•
The choice of vocabulary and words affect the level of formality.
My Notes …
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Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
2
SO 3 & 4
NQF Level 2
Unit Standard No: 8964
4
Instructions to learner:
Class activity
Learner Workbook: Page 40
Facilitator Guide: Page 13
Write a one page business letter to express your interest in registering for a
qualification
Remember to include some information on your background and motivate your
application.
Model Answer(s):
Note: Provision should be made for personal expression, but the format and layout
should meet standard requirements. It is important to also assess the correct use of
tone, style and vocabulary as per the intended audience in the assessment of the
written material.
Format should include:
ADDRESS OF SENDER:
The ABC Electrical Suppliers
P O Box 1234
JOHANNESBURG
2000
Telephone +27311 1234567
Fax +27311 12345678
E-Mail abc@iafrica.com
REFERENCE:
Ref: ISL/21/eb
DATE:
28 February 200_____
RECEIVER’S ADDRESS:
Mr A Person
Sales Manager
ABC Electrical Suppliers
P O Box 1234
JOHANNESBURG
2000
SALUTATION:
Dear Mr Person
ORDER OF OFFICE STATIONERY
INTRO PARAGRAPH:
Thank you for your letter of …
CONCLUDING PARAGRAPH:
We look forward to receiving …
COMPLIMENTARY CLOSE:
TYPED NAME:
POSITION:
Yours sincerely
(Signature)
A COUSINS (Title if necessary)
ACCOUNTANT
ENCLOSURES:
INITIALS OF SENDER & TYPIST:
Encl.
AC/dc
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
3
SO 3 & 4
NQF Level 2
Unit Standard No: 8964
5
Instructions to learner:
Class activity
Learner Workbook: Page 41
Facilitator Guide: Page 13
Develop a notice for a meeting to brief learners on the methods used for assessment
in the organization.
Model Answer(s):
Note: Provision should be made for personal expression, but the notice should
include
•
An appropriate but short heading
•
The identified target audience
•
Answers to the questions “What”, “Where, ”Who”, “When” and “Why”
•
Should provide contact details for purposes of clarification as per the provided
example:
ANNUAL SPORTS DAY
TO ALL STAFF
Bring your spouse and children for a braai and plenty of fun!!
Firewood, meat, rolls and salads provided.
Fires will be lit at 11.00.
WHEN Saturday 19 June
from 10.00 to 18.00
WHERE
Old Mole Sports Grounds
Roundabout Road
BREATHLESS
WHAT
Cricket, Soccer, Relay races, Iron man competition
**Specially organised competitions for the children**
Contact Susan, extension 2234, for more details
My Notes …
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Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
4
SO 3 & 4
NQF Level 2
Unit Standard No: 8964
6
Instructions to learner:
Class activity
Learner Workbook: Page 42
Facilitator Guide: Page 13
1. Write and prepare a notice of a meeting
2. Break up in groups and have a meeting discussing the importance of
communication in the workplace. Take notes and prepare minutes of the
meeting.
Model Answer(s):
No specific answer.
My Notes …
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Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
5
SO 3 & 4
NQF Level 2
Unit Standard No: 8964
7
Instructions to learner:
Class activity for self study
Learner Workbook: Page 43
Facilitator Guide: Page 13
Draft and prepare a curriculum vitae for yourself.
Model Answer(s):
As various forms and styles for Curriculum Vitae’s exist, personal expression needs to
be allowed for. The drafted information should however at minimum contain:
• Personal details
• Academic record
• Membership to any professional bodies
• Work experience
• Career plans
• Awards / achievements
• Hobbies and interests
• Referees / References
My Notes …
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Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
8
Summative Test and Attitude &
Attribute Evaluation
B
efore the knowledge test is undertaken, the learner must be reminded of what is
expected from him / her in terms of summative and reflexive competence. Read
and explain to the learner, the Preparation for Your Final Assessment section in
the learner workbook. Learners and assessor should sign off this section to
acknowledge that this step was completed.
Please set up a knowledge test from the questions given as a guideline to learners
and supply each learner with a test sheet.
Supply each report with the following heading:
Unit Standard:
8964
NQF Level:
2
Learner Name:
Questions
1.
Model Answers
Explain why effective communication in the
context of the business environment is so
important.
Version: 01
Communication in the workplace is a
very important component of the
workplace environment – and is
essential to our functioning and
performance in the workplace within
the context of our jobs,
responsibilities, successful execution
of tasks and the understanding of
instructions and procedures within
the working environment.
In this environment information can
be provided in different forms and
formats.
Oral communication in the
workplace can include, but is not
limited to the following:
•
Addressing of employees by
management
•
Staff meetings
•
Discussions of work to be
concluded
•
Verbal instructions
•
Verbal
explanation
of
procedures
• Communication
of
other
relevant information.
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
9
Verbal feedback or reports
Verbal transfer of messages
between staff.
• Safety signs and symbols etc.
Written communication can include,
but is not limited to:
• Letters
of
employment,
employment contracts
• Organisational policies
• Business plans for departments
• Targets for departments and
individuals
• Organisational
standard
operational procedures
• Legislative and other statutory
requirements associated with the
working environment (E.G. Ohs
Act, SABS, Skills Levy Act and so
forth)
• Written instructions / Job cards
• Company Letters
• Organisational Memorandums
• Notices
• Notice, agenda’s and minutes of
meetings
The information and communication
provided in the workplace is of
cardinal importance for an employee
– as it both instructs and governs
the execution of activities that is the
responsibility of the individual. In
addition to the latter – specific forms
of
communication
might
be
expected from the employee to
report, record or provide as
evidence
of
compliance
to
responsibilities and the processes
and procedures governing the
execution of tasks.
The culmination of such information
on a larger scale often results in
feedback to other role-players and
stakeholders in the organization. It
is thus very possible, that the
individuals’ feedback as part of a
department will end up as some of
the information provided to the
Board of Directors or even
government on for example the
levels of safety and compliance to
legislation of for example the Act on
basic Conditions of Employment.
•
•
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
10
Whilst information is often provided
in the workplace in various formats
and documents, it is often required
of an employee to collect and use
information within the context of the
working environment. This could be
information that is negligible (Where
ablution facilities are situated) to
information of cardinal importance
to the heath and safety of
employees (For example correct
emergency evacuation procedures
and communication)
ALL communication in the work
environment therefore has an
impact on the well-being and
smooth operation within the
organization and the employees
making up the organisation.
The obtaining and distribution of
information within an organization is
so important that most organization
have specific policies and procedures
associated with both the collection,
the distribution and even the
recording and storage of
information.
2.
3.
Explain the issues to be considered when
planning for effective written communication.
Communication and in particular
written communication for a specific
context is always improved if the
message is well planned and
organised. The communicator (in
both the case of written or verbal
communication) needs to consider
four main areas in planning the
communication message:
•
The reason for the message
•
Who the audience will be
•
What
message/information
needs to be disseminated
•
How best to transmit the
message
Identify three potential audiences and explain
how the make up of the audience will affect
planning of written communication.
Before any communication takes
place, the communicator or sender
of the communication message must
analyze his audience and identify
with whom he wants to
communicate. The more effectively
the audience of a message or
communication is understood, the
more effective communication will
be.
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
11
The recipients or audience of verbal
or written communication will
therefore affect decisions about kind
of language to use, the channel
likely to be the most effective, and
the possible obstacles to ensuring
that the message is clear.
The context of the communication
that is required will also affect the
planning of communication. In this
module we define the context as the
workplace.
As a general rule, there are four
types of audience:
A Lay Audience.
This type of audience has no
knowledge of your specialist field;
do not assume that the audience
has no knowledge at all. Often
problems in communication arise
when a specialist addresses a lay
audience as if it were a collection of
idiots or small children.
This is called “talking down” to an
audience and can be dangerous.
Specialists can also fail to
communicate effectively when they
use too much jargon. When
communicating with a lay audience,
it is necessary to explain technical
terms and go into more background
detail than you would if you were
addressing a group of specialists.
Remember that a single person can
also be regarded as an audience.
When we use the term audience we
do not necessarily mean a large
group of listeners or receivers. The
audience can therefore be a
colleague, all the colleagues in your
department or a single client with
whom a conversation is taking place
or for whom written communication
is prepared.
In written communication, this could
be someone who is not familiar with
detail considered general knowledge
in the Organisation or a client /
service provider who does not have
access to specific information.
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
12
The Expert Audience
This audience presents different
problems and do not want to be
bored with technical information and
statistics they already know. Once
bored this type of audience will
switch off and the channel of
communication will be broken.
On the other hand, because they are
experts, you will need to give them
complicated and detailed
information that must be totally
accurate. When addressing or
preparing written communication for
an expert audience, one must have
an in-depth knowledge of the
subject, and be in a position to
answer questions and be put “on the
spot”
An Expert audience can therefore be
a colleague who is as familiar as you
are with the work and
responsibilities that you are
discussing, or your supervisor who
understands your responsibilities as
well as yourself.
The Technical Audience
Unlike the expert audience, the
technical audience is made up of the
practical
doers
rather
than
theoretical thinkers. They may or
may not be experts in your specialist
field, but they are not interested in
theory. This audience wants many
practical examples in a relatively
simple language.
Your colleagues might not be
interested in how a certain chemical
works to ensure that cleaning is
done effectively – they might only
want to know that it will do the job
effectively to assist them in their
task.
The Mixed Audience
This is the most difficult of all to
communicate with. However, this is
the one we communicate with most
often. Here you have a mixture of
experts and non-experts.
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
13
When communicating with a mixed
audience you should limit your use
of technical terms and jargon as far
as possible and, if you have to use
technical language, you should
briefly explain what it means.
Once you have established which of
the four main groups you will be
addressing, you need to obtain
much more detail about the group.
The following information to plan for
communication is vital:
•
What is the context of the
communication?
•
What is the purpose of the
communication?
•
How large will the audience
be? (Is the written
communication intended for
only a department, a colleague
or the whole organisation?)
•
What is the cultural
background of the audience?
(Can I make assumptions that
terms and phrases used is
understood by all recipients/)
•
What is their occupation?
•
What is their level of seniority?
When you have the answers to
these questions, you will be well on
the way to preparing an effective
message. However, you need to
think a little further ahead, and
decide if your message will be verbal
or written, and whether it will be
heard or read by one person or a
number of people.
You need to establish how the
audience will view you and your
objectives, and what their attitudes
towards the communicated message
is likely to be. Another important
factor is knowing the location of
your audience when the message is
received –, on the factory floor
(such as a notice on the notice
board) or in an office (delivered or
electronic communication).
4.
Explain how tone, style and formality affect
written communication.
Version: 01
Tone describes the sender’s attitude
towards the receiver and the
material being communicated.
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
14
In a spoken message it is conveyed
by your voice, your body language
and the words you use. In written
messages tone is conveyed by the
words you use. Most of your
correspondence should have a
friendly or neutral tone, rather than
a stiff or unfriendly tone.
Tone relates to how a writer deals
with his subject or his audience. In
written business communication
Business English it is important to
adopt a pleasant and often
persuasive tone rather than an
aggressive or demanding tone.
Always put yourself in the shoes of
the receiver and think how you
would feel on receiving a
threatening or aggressively worded
piece of writing.
Style refers to a way of writing or
speaking. It is the way a sender puts
together words for a wide range of
purposes and audiences.
Style can be defined in terms of how
formal it is:
Whether it is personal or impersonal
Whether it is active or passive
Whether it is concise or wordy
Whether it is clear or ambiguous
Whether it is concrete or abstract
Formality
There are five levels of formality –
high formal, formal, consultative,
casual and intimate.
High formal - is hard to read,
impossible to listen to, and should
be avoided at all costs.
Formal - is active, (“The personnel
department has noted …” rather
than “It has been noted by …”).
Sentences and paragraphs are short
but complete, and vocabulary is
simple but formal.
Consultative - is suitable for both
verbal and written communication
within an office (internal memos
rather than external letters). Note
the personal pronoun “we” and
“we’ve” and the simpler vocabulary.
Nevertheless
sentences
are
complete.
Version: 01
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
15
Casual - is more suited to verbal
than written communications. Note
the conversational language, short
sentences and casual vocabulary
Intimate - is used among friends.
It uses short, often incomplete
sentences and informal words. It is
not suitable for use in organizations.
Personal Versus Impersonal
A personal style uses personal
pronouns (I, we), whereas an
impersonal style uses “it” or “the
writer”. The latter is much more
formal. As a general rule, use the
personal style for letters and
memos. The impersonal style is
more acceptable for reports,
particularly if they are directed at
people outside the organization.
Active Versus Passive
An active style is much more punchy
and alive.” The manager bought the
equipment” is active, whilst “The
equipment was bought by the
manager,” is passive. Generally
speaking, the active style should be
used in both verbal and written
communications.
A passive style is acceptable if a
report has to be written
impersonally, for example when the
sender wants to make a point (“The
rules have once again been
broken”); or when the sender wants
to remain neutral (“The form was
returned unsigned”).
Concise Versus Wordy
Using too many words when a few
would suffice wastes time and
money – and greatly increases the
chance of the message not being
decoded correctly. Use short, simple
words and short sentences for
greater clarity.
5.
i.
ii.
Draft the following business
communication:
Apply the format for a business letter
to write a letter for a specific purpose:
(Range: Enquiry, compliant,
information sharing)
Compile a notice to inform learners of
a welcoming bash on the first
Saturday of the new semester.
Version: 01
The relevant format and lay-out
requirements should be adhered to.
In addition, tone, style and formality
as well as vocabulary should be
selected to suit the audience and
intended message.
Version Date: July 2006
Effective communication skills: Write for a defined context
Primary Agriculture
NQF Level 2
Unit Standard No: 8964
16
Assessment Feedback Form
Comments / Remarks
Feedback to learner on assessment and / or overall recommendations and action plan
for competence:
Feedback from learner to assessor:
Assessment Judgement
You have been found:
Actions to follow:
Competent
Assessor report to ETQA
Not yet competent in this unit
standard
Learner results and attendance
certification issued
Learner’s Signature:
Date:
Assessor’s Signature:
Date:
Moderator’s Signature:
Date:
Version: 01
Version Date: July 2006